El Deafo

Title: El Deafo Author: Cece Bell Illustrator: CeCe Bell Lexile: GN420L Pub Date: Aug. 26th, 2014 ISBN-13: 978-1419712173 Page count: 248 pp Publisher: Amulet  Books

Possible learning activity for the book: Read-aloud the story to the class  Teaching students how to combine graphics and text to tell a story  Teaching about differences  Teaching about meningitis or audiology  Could pair with the story of Hellen Keller or these other texts that could be suggested for students who want to read books with deaf characters  STEM- creation of a product  The library is a great place to support social emotional learning, specifically teaching children to be kind, accept others regardless of “differences”, and believe in themselves . This book is a great book to recommend to students who loved Wonder and who would enjoy reading a graphic novel. This could also be a part of a memoir unit.

Goal: Students will research a medical condition that requires specialized equipment and create something that would help someone without making them feel like an outcast the way CeCe did.

Learning standard:

AASL:
Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.

2.1.1- Continue an inquiry‑based research process by applying critical‑thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.

EMPIRE STATE INFORMATION FLUENCY CONTINUUM:
STANDARD 1: USING INQUIRY TO BUILD UNDERSTANDING AND CREATE NEW KNOWLEDGE: “I am a thinker.”

Actively participates in an experience that introduces a topic, problem or question and captures observations, questions and reflections by writing, speaking with others or drawing. Uses sources to acquire background information and brainstorms ideas for further inquiry.

ISTE:

Innovative Designer: Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.

4a: Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.

Creative Communicator: Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.

6a: Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.

Objective:

(Affective) Students will apply their understanding of CeCe´s feelings, when she first wears the Phonic Ear, to their everyday life. They will internalize her feelings and express increased compassion and understanding of why it is important to be kind to all people including those who have physical differences through a reflection

(Cognitive) Students will use The Big6 to research one medical condition that requires specialized equipment by the end of the week

(Cognitive and Psychomotor) Students will use the engineering design method to create a product that would help someone with this condition (students could modify something existing or create a unique product)

(Psychomotor and Affective) Students will create a product that would help someone without making them feel like an outcast

Outcome:

Students will develop a more compassionate attitude.

Students will understand The Big 6 and engineering design method.

Students will think about the devices and types of equipment that people use when they have a medical condition.

Resources:

http://schools.nyc.gov/NR/rdonlyres/1A931D4E-1620-4672-ABEF-460A273D0D5F/0/EmpireStateIFC.pdf

http://www.iste.org/standards/for-students

http://www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelinesandstandards/learningstandards/AASL_Learning_Standards_2007.pdf